1. Diversity by Design: Building Inclusive Teaching Environments
Edited master
Then specify for the audience
and build out
1 minute
New title - addressing diversity in the
Presented by
Jenica Frisque

2. Land Acknowledgement
2 minutes

3. Learning Outcomes
Describe the impact of power and privilege in your role
Explain how unconscious biases and microaggressions can arise in your role
Explore how different strategies and practices can foster inclusive learning spaces
2 minutes
print on worksheet
More addressing the points raising - graduate student workshop - framed as skills for learning and teaching.

4. Group Guidelines Confidentiality:
What’s said here stays here, what’s learned here leaves here.
Creating a Learning Space:
Authentic learning requires risk, difficulty and controversy – let’s be generous with each other. Learning often means taking risks
Focus on your learning and be helpful to others
2 min
These guidelines will help participants work together with a common understanding of what is expected and needed for everyone to feel included and able to participate.

5. Guidelines for the Classroom: UBC Respectful Environment Statement
The best possible environment for working, learning and living is one in which respect, civility, diversity, opportunity and inclusion are valued. Everyone at UBC is expected to conduct themselves in a manner that upholds these principles in all communications and interactions with fellow UBC community members and the public in all University-related settings.
5 minutes (+next slide)
This is UBC’s Group Guidelines

6. Intent of the Policy/Guideline Impact for TAs
Respectful Environment Statement
Outline the expectations of students, staff and faculty in all interactions with fellow UBC community members and the public in all University-related settings.
Outlines expectations for classroom, lab and other interactions
Foundation for debate and disagreements
Policy #3
Discrimination & Harassment
Outlines the 14 protected grounds from discrimination and harassment
The 14 grounds provide shape and inform an approach to interacting with students and instructors
Policy #97
Conflict of Interest
All UBC members must act with integrity and adhere to the highest ethical standards at all times.
Helps to outline unethical behaviors with students
Highlights the potential for special treatment of students by a TA
5 minutes (+next slide)
Three key policies at UBC inform your work as a TA: the Respectful Environment Statement; the Harassment & Discrimination policies and Conflict of Interest policy
But HOW do we do that?

7. Acknowledging & Recognizing Difference
5 minutes
what is culture? (collective brainstorm)
Start by unpacking culture beyond the three Cs: customs, celebration, cuisine or four Fs: folklore, fashion, food, festivals
norms and how people move through the world is based on culture
culture expands beyond racial/ethnic cultures (e.g. queer culture, deaf culture)
Culture does not determine behaviour, but rather affords group members a repertoire of ideas and possible actions, providing the framework through which they understand themselves, their environment, and their experiences Culture is ever changing and always being revised within the dynamic context of its enactment...Individuals choose between various cultural options, and in our multicultural society, many times choose widely between the options offered by a variety of cultural traditions. It is not possible to predict the beliefs and behaviours of individuals based on their race, ethnicity, or national origin -- Milton Nomikoudis, and Matthew Starr, “Cultural Humility in Education and Work: A Valuable Approach for Teachers, Learners, and Professionals” in Universities, the Citizen Scholar and the Future of HIgher Education 2016, ed. James Arvanitakis and David J. Hornsby (New York, NY: Palgrave Macmillan, 2016), 71. Accessed at:
Leaning Styles - how poeple make eye contact/gestures/assupmtions/group work
Culture of the classroom
What happens to the culture of the classroom
(Speaking in class)
Eg: Think about it - your leaving the campus - short person
Driving - making assumptions ()
Core examples - in a classroom and a lab
Dress
Skate board/
Laptop/stickers/ Facebook?
Make america great again hat
TA is othered - potential

8. INTERSECTIONALITY DOMINANT GROUP IDEOLOGY CLASS LANGUAGE ABILITY
Scholarships
Loans
CLASS
LANGUAGE
ABILITY
BELIEF
Family-funded
Other religions
& spiritual beliefs
Accents / English as secondary
English Only
AGE
RACE
GENDER
European Anglo-Canadian
Racialized
Indigenous
People of Colour
Women
Two-spirit
Trans
SEXUALITY
Heterosexual
LGBQ+
Celibate
Men
Able -bodied
Atheist
Judeo-Christian
Disabled Physical
Mental
Learning
Invisible
Domestic Student
International Student
CITIZENSHIP
Student TA
20 – 40 years old
Under Age
Middle Age
Instructor Professor
EDUCATION
5 min (without activity)
A framework to explain how an individual can face multiple sites of discrimination when their identities intersect with marginalized identity categories, such as race, gender, gender identity, sexual identity, age, ethnicity, disability and other characteristics to create “interlocking systems of oppression” – Patricia Hill Collins
Interlocking systems of oppression
Depending on the context of your own intersectional identities the way that you’ll be affected by these systems of oppression will have a different impact.
Eg. I identify as an Able-bodied, educated, middle-class, cis-gender, Queer Person of colour (racialized) settler with Canadian citizenship. Parts of my identity come with a lot of power and privilege (able-bodied, education, middle-class, cis-gender, settler, citizenship) while others parts of my identity is more marginalized and have historically and currently at a disadvantage (queer, poc, female).
Also as a staff member and a facilitator of this workshop I also have power and authority.
This is called “positionality.”
Take a moment to think about your own intersections.
13 minutes
Activity:
Ask participants to fill out worksheet with their intersecting identity pieces
Discuss with person beside you?
Feed into the classroom culture and how we interact together and to make visible - (White Canadians - not just race) how people ask questions, how the student’s
(7 concrete: what are the impacts and - )

9. Reflecting on Your Positionality as TAs
Teaching Assistant
STUDENTS
PROFESSOR
10 minutes
Where they have power over students?
power and privilege based on their role at work and their social position
understanding how privilege and discrimination are related
Divide groups intentionally - some returning TAs, some new, from different disciplines
Activity:
small group discussion: questions in the slide, consider the ‘exploring my intersections’ sheet when thinking about question 2
definitions of power and privilege:
Power: ability to direct/influence others and/or the course of events
Privilege: advantages experienced by a particular group based on systems of power (i.e. disadvantages of others)
Reflection tool: How can you uncover unconscious biases in your interactions with students? In marking? “An understanding of social positions, practices and power relations of sociocultural difference understood by individuals or groups within a society is needed.” – Dr. Rachael Sullivan
What tensions might arise in your position with students and professors/instructors?
How does power and privilege outside of the classroom impact these tensions?

10. (Un)conscious Bias Uncovering
“based on our own background, culture, and personal experiences and often originates at a very early age.”
(Cuellar, 2017)
Unconscious bias is quick, stereotyped ways we have of thinking about people.
Unconscious bias is based on pervasive cultural stereotypes.
Unconscious bias has practical consequences.
Type of thinking that leads to assumptions based on limited information.
Social stereotypes about groups of people that we form unconsciously.
We all do it.
2 minutes
quote source:

11. Impacts of (Un)conscious Bias
MICROAGGRESSIONS
(5 minutes
Activity:
small group discussions based on faculty/role (mix of returners and new people) big discussion to share ideas across groups
Identify the most relevant unconscious biases and microaggressions that will arise in your role
micro aggressions vs unconscious bias
impacts of unconscious bias:
unequal assessment of students based on identities
Social Talent: 9 types of unconscious bias article impacts:
Our Perception – how we see people and perceive reality.
Our Attitude – how we react towards certain people.
Our Behaviours – how receptive/friendly we are towards certain people.
Our Attention – which aspects of a person we pay most attention to.
Our Listening Skills – how much we actively listen to what certain people say.
Our Micro-affirmations – how much or how little we comfort certain people in certain situations.
impacts of microaggressions:
affecting how student feels about themselves
alienating your students in the classroom and campus community
induce “imposter syndrome” (inability for high-achieving individuals to internalize achievements; fear of being revealed as a “fraud”) in your students
(Demonstrating - (un)conscious bias - appear on the screen) #14

12. Strategies & Practices
7 Steps to Mitigating Unconscious Bias
Recognize that everyone has unconscious biases
Identify your biases - Ask yourself: What’s my bias here? What is its impact on my work as a TA?
Avoid snap decisions and rely on assessment criteria to guide your marking and other interactions.
Incorporate examples which question stereotypes and value diversity
Encourage participation of underrepresented groups in class
Create an atmosphere of openness in discussing biases and best practices to minimize them
10 minutes
include specific strategies and practices
Activity:
Pair & Share – answer #2 – Identify 1 bias I have that may impact my work as a TA.
Get into group of 4 – assign each group either strategy #3, 4, 5, 7 and figure out how they can use it in their role.
- Book mark

13. Thank you!
10 minutes
Closing round; ask participants questions to remind them what they’ve learned, reinforce that learning outcomes have been met
Evaluations
Ask if anyone is interested in accessing the TA resources google doc
create word doc with resources ready to share with audience

14. Microaggressions Microaggressions are:
“brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative slights and insults toward the target person or group.” (King et al, as cited in Wheeler)
Dr. Derald W. Sue’s 3 types of microaggressions:
Micro-assaults
Micro-insult
Micro-invalidation
One way unconiouse bias shows up as a microaggression
8 minutes
start with - who knows what it is? some common examples?
Source:
Term first coined by Chester pierce, MD: professor of psychiatry at Harvard Medical School (that’s Pierce in the photo)
Microaggressions are “brief and commonplace daily verbal, behavioral, or environmental indignities, whether intentional or unintentional, that communicate hostile, derogatory, or negative racial slights and insults toward people of color.” -> expands beyond affecting racialized people
3 Types:
Micro-assault: conscious acts of discrimination (e.g. making islamophobic comments in a class discussion)
Micro-insult: unconscious communication that demeans someone from a marginalized group (e.g. asking a racialized student how they got accepted to ubc/got a scholarship as if they weren’t qualified enough, calling on students who are men but not students who are women)
Micro-invalidation: minimizing thoughts + feelings + experiences of marginalized people (e.g. “I don’t see colour”, “We’re all human beings”)
Other sources:

15. 5 minutes
Popcorn: What solutions do you have to mitigate the impacts of unconscious/implicit bias in their role?
Learning Heroes Unconscious Bias:
how unconscious bias surfaces when you are evaluating